Conference sessions in Flipped classroom

‘Catch you on the flip side’: Translating online learning into hybrid delivery

• Extended abstract
• Slides
• Video on teaching with OneNote

Flipping the classroom – how to start small

Flipped classrooms have become a popular strategy to structure the learning of students in a way that ensures that active learning elements are incorporated into lecture times. However, designing a flipped course unit is a major undertaking and requires more time than a lecturer would normally be afforded. In this talk we will discuss how lecturers can adapt a standard lecture course to incorporate elements of a flipped classroom. The aim is to create some space in your lecture which then can be used effectively to allow students to actively engage with the material. We will discuss a range of methods suited to created space in your lecture as well as activities which can be used to enrich lectures with active learning elements. An important element of any flipping approach, but perhaps even more so of a partial flipping approach discussed here, is clear communication with students. A clear VLE design and communication is a vital element to making this approach work.

• Presentation

Flipping CORE? The good, the bad and the ugly

This session will focus on sharing the experience of adopting the new CORE ESPP syllabus on a large class of economic minor students (about 500 students). I will also reflect on my experience of flip teaching for the first time and discuss the pros and cons of my approach. Data and feedback from students on both the flip teaching and the new syllabus will be presented.

• Presentation

Flipped classes and peer marking: incentives, student participation and performance in a quasi-experimental approach

In this research, we aim to flip small group classes by peer-marking. The flipping is implemented via virtual learning platform. The students will submit their homework on Turnitin within a specific deadline. The software then allocates scripts randomly among the students who submitted the homework, where they mark each other’s submissions anonymously, based on some given solution criteria.  This process of peer-marking allows the students to attempt and review a similar problem before the small group classes, thus works as a ‘flipped small group class’. Unlike the traditional flipped classes, this process enables participation monitoring and thereby ensures effective use of the ‘flipping’ concept. The study is conducted in two UK higher education institutions independently with the coverage of undergraduate and postgraduate taught students. One of our aim to analyse the impact of an incentive in student participation of the activities. In one exercise, the students participating to the peer marking are granted online access to the solution of an additional set of problems. In another exercise, there is the absence of the incentive: all students are granted access to the additional exercise solution, irrespective of their participation to the peer review process. We also aim to analyse the impact of participation (if any), on their final exam scores.

• Presentation

The improved art of flipping: Moving towards better teaching, learning and research potential in a macroeconomics flipped class

They started calling us the video class. More generally referred to as "flipped classes". To research students’ access to and use of videos, we needed to extract, compile and analyse data (logs and questionnaires) from the Learning Management System. Due to the design of the teaching and learning innovation (TLI) project, unforeseen data and issues were encountered. This paper reports on the process of our research of students’ access to and use of videos, identifies the data and issues encountered and suggests design modifications in setting up the TLI for better research potential. Critical analyses of the outcomes and process of discipline specific learning and teaching (also in Economics) has produced a growing literature on the scholarship thereof to draw from. Educational Design Research provides a framework for this “study in practice” research and emphasizes the importance of asking the right research questions before and after implementing a TLI. Using the flipped introductory macroeconomics class [2015 (n=211)] as case study we discuss the research process followed to report on the activity of students accessing videos [available to both the flipped class and a control group (n= 1692)]. Data problems arose due to the inability of linking logs on video usage to student information. We show the importance of the correct design of a TLI within an Educational Design Research paradigm and suggest design modifications that will help future innovations (in whatever context) to design not with only teaching and learning success as goal, but also optimal research potential.

An Adventure in Flipping: A ‘Meta’ Workshop

The use of technology in and around the classroom offers a multitude of opportunities for academics to improve the student experience; from improved interaction and engagement in sessions to further facilitation of student employability skills. However, for many this technology can be pervasive and threaten classroom cohesion. This workshop aims to ease such fears by offering two case studies where technology is embedded within the learning process. The first considers how to use technology to ‘flip’ the classroom and the second case study is the workshop itself, where the audience will be participants using technology to interact with each other and the presenters to break the ‘fourth wall’. The ‘Flipped Classroom’ approach is where the ‘classic’ model of university learning is altered so that students view traditional lecture content as video prior to scheduled contact time and then they complete exercises in the classroom. The innovation has been hailed as a transformative experience for learners and teachers. This session will tell the story of the redesign of an economics module to a ‘flipped classroom’ approach. Much of the focus will be on the experience of the redesigned delivery and how to get the best out of it, but there will also be discussion on the genesis of the idea, the planning of the redesign, and the recording of the videos. Additionally, the redesigned module integrates team learning and technology to allow interaction, we shall mirror this throughout the workshop so that the audience has a chance to use this technology.

Flipping the Classroom: Practical Aspects and Possible Outcomes

This session will consider the principles of best practice in flipped learning and report on student feedback and assessment outcomes based on a flipped classroom experiment in the setting of a large postgraduate economics module for non-specialists. The aims of the experiment were 1) to engage students in developing higher-order skills such as application and evaluation, 2) to nudge students into covering less popular topics as measured by the choices made in exams when selecting an essay topic and 3) to embed and utilise online learning technology in a module previously not using such technology. Flipped learning involves repurposing class time via the setting of pre-class work and utilising face-to-face time for higher-order learning activities. Pre-class activities replace the information transmission of the traditional lecture time with students using lower-order skills such as knowledge and understanding in their own time. I will be referring to best practice guidelines such as those produced by the Higher Education Academy and the Flipped Learning Network. The experience from the experiment led to further refinements in the flipped learning process for the next cohort to study the module and I will discuss these marginal improvements.

• Powerpoint slides

Using Technology to Complete the Natural Learning Path in a Principles of Economics Course

The traditional learning path of a student in a principles of economics course is changing. Traditionally, this learning path has begun with the student attending a classroom session to receive content from the instructor (usually in a chalk and talk lecture format), then completing assessment activities at home related to that lecture. The drawback of this learning path is that it is incomplete; it does not offer adequate feedback to the student’s work. A new classroom model (often called the “flipped classroom”) offers a way to complete the cycle. This model involves the student receiving lecture content before class, then completing problems and other peer-learning activities with the instructor in the classroom, and finally completing more challenging assessments at the end of the cycle. But while applications of this new model are gaining in popularity, they have tended to focus more on the instructor’s experience and less on the explicit changes to the student’s learning path. In other words, there has been little work on how to bridge the student’s pre-lecture work with classroom activities. This paper supports a new learning path model, one that introduces a critical component called “bridge questions” that connect the work students complete prior to class with the work they do during class. We offer best practices for instructors to develop effective learning paths for their students. The most important benefit of an effective learning path is to maximize the value of the work students do with their peers and the instructor in the classroom.